1. Boosting the POSITIVE ; Shrinking the NEGATIVE ! BY Chris Bryant, Cheryl Good, and Teresa Shifflett Effective School-wide Discipline 2008 Implementers’ Forum

2. Elkton Middle School Grades/Ages: 5th-8th grade Grades/Ages: 5th-8th grade Student Population:514 Student Population:514 Student Ethnicity: 485 White/Non Hispanic, 22 Black/NonHispanic, 7 Hispanic Student Ethnicity: 485 White/Non Hispanic, 22 Black/NonHispanic, 7 Hispanic % of Students on free/reduced Lunch:30.4 % of Students on free/reduced Lunch:30.4 % of Students receiving special education services: 10 % of Students receiving special education services: 10 Urban/Rural/Suburban School: Rural Urban/Rural/Suburban School: Rural Grades/Ages: 5th-8th grade Grades/Ages: 5th-8th grade Student Population:514 Student Population:514 Student Ethnicity: 485 White/Non Hispanic, 22 Black/NonHispanic, 7 Hispanic Student Ethnicity: 485 White/Non Hispanic, 22 Black/NonHispanic, 7 Hispanic % of Students on free/reduced Lunch:30.4 % of Students on free/reduced Lunch:30.4 % of Students receiving special education services: 10 % of Students receiving special education services: 10 Urban/Rural/Suburban School: Rural Urban/Rural/Suburban School: Rural

3. ELKS TEAM MISSION Each student will achieve excellence in academics, citizenship, and community service. Each student will achieve excellence in academics, citizenship, and community service. “Go ELKS”

4. Targeted Benchmarks of Quality Faculty are aware of behavior problems across campus. Faculty are aware of behavior problems across campus. Major/Minor behaviors are clearly identified and understood. Major/Minor behaviors are clearly identified and understood. A system of rewards has elements that are implemented consistently across campus. A system of rewards has elements that are implemented consistently across campus. A behavioral curriculum includes concept and skill level instruction. A behavioral curriculum includes concept and skill level instruction. Booster sessions for students and staff are planned, scheduled, and delivered. Booster sessions for students and staff are planned, scheduled, and delivered. Faculty are aware of behavior problems across campus. Faculty are aware of behavior problems across campus. Major/Minor behaviors are clearly identified and understood. Major/Minor behaviors are clearly identified and understood. A system of rewards has elements that are implemented consistently across campus. A system of rewards has elements that are implemented consistently across campus. A behavioral curriculum includes concept and skill level instruction. A behavioral curriculum includes concept and skill level instruction. Booster sessions for students and staff are planned, scheduled, and delivered. Booster sessions for students and staff are planned, scheduled, and delivered.

5. Statement of Problem: Frequent Violators Our Data showed a large number of frequent violators. Our Data showed a large number of frequent violators. Many of the same students were committing the same or similar negative behaviors each six weeks and not being able to participate in positive behavior supports. Many of the same students were committing the same or similar negative behaviors each six weeks and not being able to participate in positive behavior supports. Students exhibiting negative behaviors were not being taught a positive replacement behavior in a planned, structured environment. Students exhibiting negative behaviors were not being taught a positive replacement behavior in a planned, structured environment. Our Data showed a large number of frequent violators. Our Data showed a large number of frequent violators. Many of the same students were committing the same or similar negative behaviors each six weeks and not being able to participate in positive behavior supports. Many of the same students were committing the same or similar negative behaviors each six weeks and not being able to participate in positive behavior supports. Students exhibiting negative behaviors were not being taught a positive replacement behavior in a planned, structured environment. Students exhibiting negative behaviors were not being taught a positive replacement behavior in a planned, structured environment.

6. What we did: Redesigned the Behavior System 1. We redesigned the behavior system with defined minor/major consequences and a new discipline slip so that we could more specifically address problem behaviors.

7. What we did: Implemented Positive Recognition: Pride Days 1. The School previously had Pride Days to reward students who had no discipline referrals during a six weeks. We changed Pride Days to school-wide events and began advertising them at the beginning of the year 2. PRIDE DAY is a time to celebrate students’ good deeds and positive contributions. 3. The last Friday of every six weeks is set aside for the "PRIDE DAY" celebration. Celebrations have included sports options, talent shows, field days and many other activities. 1. The School previously had Pride Days to reward students who had no discipline referrals during a six weeks. We changed Pride Days to school-wide events and began advertising them at the beginning of the year 2. PRIDE DAY is a time to celebrate students’ good deeds and positive contributions. 3. The last Friday of every six weeks is set aside for the "PRIDE DAY" celebration. Celebrations have included sports options, talent shows, field days and many other activities.

8. What we did! Implemented Positive Recognition: Kudos and Comments Boxes  Each Pride period classroom has an anonymous drop box for students to submit Kudos, ask questions, and/or report any concerns (ie. bullying, fighting, other concerns).  Each school day, students and teachers may submit a name to the office for exceptional performance in any of the three main areas: Academics, Citizenship, Community Service Academics, Citizenship, Community Service  These students and/or faculty members are recognized by name each day on the morning announcements for their good deeds.  In addition, these students and/or faculty members’ names are placed in the office drop box for a special end of six weeks drawing.  Each Pride period classroom has an anonymous drop box for students to submit Kudos, ask questions, and/or report any concerns (ie. bullying, fighting, other concerns).  Each school day, students and teachers may submit a name to the office for exceptional performance in any of the three main areas: Academics, Citizenship, Community Service Academics, Citizenship, Community Service  These students and/or faculty members are recognized by name each day on the morning announcements for their good deeds.  In addition, these students and/or faculty members’ names are placed in the office drop box for a special end of six weeks drawing.

9. Pride Day Rewards Pride Day participants qualify to receive some of the following: Recognition on announcements for having good character Recognition on announcements for having good character Recognition at awards assemblies Recognition at awards assemblies Pictures displayed in the school Pictures displayed in the school Free ice cream passes Free ice cream passes Coupons from local stores Coupons from local stores T-shirts or other incentives for demonstrating the Pillars of Character T-shirts or other incentives for demonstrating the Pillars of Character Notebooks, paper, pencils and other school supplies Notebooks, paper, pencils and other school supplies Name submitted for end of six weeks drawing Name submitted for end of six weeks drawing Chance to win Regal Cinemas movie gift certificates Chance to win Regal Cinemas movie gift certificates Other fun prizes Other fun prizes Pride Day participants qualify to receive some of the following: Recognition on announcements for having good character Recognition on announcements for having good character Recognition at awards assemblies Recognition at awards assemblies Pictures displayed in the school Pictures displayed in the school Free ice cream passes Free ice cream passes Coupons from local stores Coupons from local stores T-shirts or other incentives for demonstrating the Pillars of Character T-shirts or other incentives for demonstrating the Pillars of Character Notebooks, paper, pencils and other school supplies Notebooks, paper, pencils and other school supplies Name submitted for end of six weeks drawing Name submitted for end of six weeks drawing Chance to win Regal Cinemas movie gift certificates Chance to win Regal Cinemas movie gift certificates Other fun prizes Other fun prizes

10. What we did: Booster Sessions 4. Students who had received a major infraction as a result of negative behavior choices went to a room per grade level for a booster session. Students reflected on the negative behavior, the antecedent, and what they can do in the future to replace the negative with a positive behavior. Students reflected on the negative behavior, the antecedent, and what they can do in the future to replace the negative with a positive behavior. Teachers directly teach replacement behaviors and conference with students. Teachers directly teach replacement behaviors and conference with students. 4. Students who had received a major infraction as a result of negative behavior choices went to a room per grade level for a booster session. Students reflected on the negative behavior, the antecedent, and what they can do in the future to replace the negative with a positive behavior. Students reflected on the negative behavior, the antecedent, and what they can do in the future to replace the negative with a positive behavior. Teachers directly teach replacement behaviors and conference with students. Teachers directly teach replacement behaviors and conference with students.

11. What we did: Booster Session in BIP 5. Implemented behavior reflection and education in the Behavior Improvement Program (BIP). This is a short time of reflection and education on the targeted behavior. This is a short time of reflection and education on the targeted behavior. Students also complete school assignments in BIP. Students also complete school assignments in BIP. 5. Implemented behavior reflection and education in the Behavior Improvement Program (BIP). This is a short time of reflection and education on the targeted behavior. This is a short time of reflection and education on the targeted behavior. Students also complete school assignments in BIP. Students also complete school assignments in BIP.

12. Outcomes: No questions about expectations and consequences! Newly designed major/minor system worked well because staff and students bought in and were able to easily define behavior. There were no longer any questions about consequences. Newly designed major/minor system worked well because staff and students bought in and were able to easily define behavior. There were no longer any questions about consequences.

13. Outcomes Decreased number of students repeatedly committing the same negative behaviors. Decreased number of students repeatedly committing the same negative behaviors.

14. Outcomes Better understanding and more open communication between parents, students, and faculty. Better understanding and more open communication between parents, students, and faculty.

15. Statement of Problem: We need Proactive Booster Sessions! We realized students as a whole were not being TAUGHT how to behave with positive character in a planned and structured setting during the regular school day. We realized students as a whole were not being TAUGHT how to behave with positive character in a planned and structured setting during the regular school day. Students working on a PRIDE Lesson.

16. PILLARS OF CHARACTER: T rustworthiness R espect R esponsibility F airness C aring C itizenship

17. What We Did: Developed PRIDE PERIOD 1. PRIDE Period was developed: Pride Period is a small group environment with a 1 to 14 teacher/student ratio. This is a time for students and teachers to discuss having ELKS PRIDE which instills within each student the knowledge that he/she is a valued member of our school. Pride Period is a small group environment with a 1 to 14 teacher/student ratio. This is a time for students and teachers to discuss having ELKS PRIDE which instills within each student the knowledge that he/she is a valued member of our school. Each school day from 2:55-3:15 students spend time in their Pride Period with their teacher mentor who introduces a different pillar of character each six weeks. The primary focus is on team building skills, academic strategies and individual conferences between student and teacher. Each school day from 2:55-3:15 students spend time in their Pride Period with their teacher mentor who introduces a different pillar of character each six weeks. The primary focus is on team building skills, academic strategies and individual conferences between student and teacher. 2. Lessons were Created: Teachers were provided weekly lessons and were also encouraged to tailor the time to their groups’ specific needs. Teachers were provided weekly lessons and were also encouraged to tailor the time to their groups’ specific needs. 1. PRIDE Period was developed: Pride Period is a small group environment with a 1 to 14 teacher/student ratio. This is a time for students and teachers to discuss having ELKS PRIDE which instills within each student the knowledge that he/she is a valued member of our school. Pride Period is a small group environment with a 1 to 14 teacher/student ratio. This is a time for students and teachers to discuss having ELKS PRIDE which instills within each student the knowledge that he/she is a valued member of our school. Each school day from 2:55-3:15 students spend time in their Pride Period with their teacher mentor who introduces a different pillar of character each six weeks. The primary focus is on team building skills, academic strategies and individual conferences between student and teacher. Each school day from 2:55-3:15 students spend time in their Pride Period with their teacher mentor who introduces a different pillar of character each six weeks. The primary focus is on team building skills, academic strategies and individual conferences between student and teacher. 2. Lessons were Created: Teachers were provided weekly lessons and were also encouraged to tailor the time to their groups’ specific needs. Teachers were provided weekly lessons and were also encouraged to tailor the time to their groups’ specific needs. Student shares his talent with his PRIDE Period!

18. What We Do During PRIDE Period Teach and Review Pillar of Character for the month Teach and Review Pillar of Character for the month Team Building Activities Team Building Activities Student/Teacher conference- Review (behavior, academic, social) Student/Teacher conference- Review (behavior, academic, social) Guidance as needed (Students work with guidance/administration to mediate interpersonal conflicts as needed) Guidance as needed (Students work with guidance/administration to mediate interpersonal conflicts as needed) Channel 1 Channel 1 School Contests and Competitions School Contests and Competitions Teach and Review Pillar of Character for the month Teach and Review Pillar of Character for the month Team Building Activities Team Building Activities Student/Teacher conference- Review (behavior, academic, social) Student/Teacher conference- Review (behavior, academic, social) Guidance as needed (Students work with guidance/administration to mediate interpersonal conflicts as needed) Guidance as needed (Students work with guidance/administration to mediate interpersonal conflicts as needed) Channel 1 Channel 1 School Contests and Competitions School Contests and Competitions Fifth grade students working on a cooperative learning activity in Pride Period

19. Outcomes Students have a positive place to ask questions about behavior and character and get the answers they need. Students have a positive place to ask questions about behavior and character and get the answers they need. “To teach students well requires that we know each student well.” Theodore Sizer Theodore Sizer Breaking Ranks in the Middle Breaking Ranks in the Middle

20. Outcomes Students have a small group support system in PRIDE period and an adult mentor. Students have a small group support system in PRIDE period and an adult mentor. “Every student should be well known by at least one adult. Students should be able to rely on that adult to help learn from their experiences, comprehend physical changes, and changing relations with family and peers, act on behalf to marshal every school community resource needed for the student to succeed, and help to fashion a promising vision of the future.” Turning Points 2000 Turning Points 2000 Breaking Ranks in the Middle Breaking Ranks in the Middle Students learn anti-bullying strategies and compete in an Anti- bullying contest.

21. Outcomes Improved School-wide Behavior! 2006/2007 Data2007/2008 Data

22. Outcomes More Self-Aware Students! Students are now able to discuss reasons behind behavior expectations. Students are now able to discuss reasons behind behavior expectations. Students discuss good character and have been noted using character strategies from Pride Period throughout the day. Students discuss good character and have been noted using character strategies from Pride Period throughout the day. Students are now able to discuss reasons behind behavior expectations. Students are now able to discuss reasons behind behavior expectations. Students discuss good character and have been noted using character strategies from Pride Period throughout the day. Students discuss good character and have been noted using character strategies from Pride Period throughout the day. Students creating Holiday Cards for Soldiers.

23. Outcomes Students are being taught positive replacement behaviors for common, negative behaviors before they commit the negative behavior! Students are being taught positive replacement behaviors for common, negative behaviors before they commit the negative behavior! Students are able to identify negative triggers and replace negative behavior with positive actions! Students are able to identify negative triggers and replace negative behavior with positive actions! Students are being taught positive replacement behaviors for common, negative behaviors before they commit the negative behavior! Students are being taught positive replacement behaviors for common, negative behaviors before they commit the negative behavior! Students are able to identify negative triggers and replace negative behavior with positive actions! Students are able to identify negative triggers and replace negative behavior with positive actions!

24. Outcomes Previously underused time of the day became a positive time for students and faculty. Previously underused time of the day became a positive time for students and faculty. Students often work with hands-on manipulative to solve problems, learn character and team-building skills.

25. Elkton Middle School Elkton, Va. 22827 21063 Blue & Gold Drive 540-298-1228 Fax- 540-298-0029 http://www.rockingham.k12.va.us/EMS/ Elkton, Va. 22827 21063 Blue & Gold Drive 540-298-1228 Fax- 540-298-0029 http://www.rockingham.k12.va.us/EMS/ “Go ELKS”